School DR. VIVENCIO B.

VILLAMAYOR Grade Level Grade 9

INTEGRATED SCHOOL
Teacher MR. JOY A. GERONIMO Learning Area Mathematics
Date and Time OCT. 31, 2022 Quarter Second
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
I. OBJECTIVES developing content knowledge and competencies. These are assessed using Formative Assessment Strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of key concepts of variations and radicals.
B. Performance Standards The learner is able to investigate thoroughly mathematical relationships in various
situations, formulate real-life problems involving variations and radicals.
Learning Competency: Illustrate situations that involve the following variations(a)direct;(b)
inverse;(c) joint and combined. (M9AL-Ig-3)
C. Learning Competencies/
1. Define and identify direct and inverse variation.
Objectives
2. Illustrate situations that involve direct and inverse variations.
3. Show appreciation in illustrating situations that involve direct and inverse variations.
II. CONTENT Illustrating Situations That Involve Direct and Inverse Variation
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages p.122-153
2. Learner’s Materials pages p.187-214
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that pupils/students will learn
well. Always be guided by demonstration of learning by the pupils/ students which you can infer from formative
IV. PROCEDURES assessment activities. Sustain learning systematically by providing pupils/students with multiple ways to learn new
things, practice the learning, question their learning processes, and draw conclusions about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
The teacher asks the students the following questions:
1.Where do you think paper comes from? What is paper made of?
2.What is the adverse effect of the increasing demand of paper to the number of trees being cut?
A. Review previous lesson or
Answers:
presenting the new lesson 1. Trees
2. Increasing demand of paper results to a greater number of trees being cut.

B. Establishing a purpose for The teacher lets the students realize that there are a lot of real-life situations that can be related to
the lesson variations.
The teacher presents a situation to the students and let them answer the questions that
follow.
1. The Supreme Student Government (SSG) launches a recycling campaign of waste
materials in order to raise student’s awareness environmental protection. Every
kilogram of waste material earns 5 points that can be exchanged for school supplies.
The table below shows the points earned by a Grade 8 class for every number of kilograms of
waste paper collected.

Number of 1 2 3 4 5 6
kilograms
(n)
Points (P) 5 10 15 20 25 30
C. Presenting examples/
instances of the new lesson Questions:
a. What happen to the number of kilograms of waste materials is doubled?tripled?
b. How many kilograms of waste materials will the students have to gather in order to
raise 500 points?
c. Write a mathematical statement that will relate the quantities involved.
2. Rea lives 40 km away from Banilad NHS where she works. Driving a car, the time it
takes her to reach work depends on her average speed. Some possible speeds and
the length of time it takes her are as follows
 Number of kilograms (n) 1 4/5 2/3 4/7 1/2
Points (P) 40 50 60 70 80
Questions:
a. How do the speed and time of travel affect each other?
b. Write a mathematical statement to represent the relation.
c. Is there a constant number involved? Explain the process that you have used in finding
out.
Answer Key:
1.a.The number of points doubled or tripled as the number of kilos of papers doubled or
tripled.
b.100 kilograms
c.P=5n
2.a. As the speed of the car increases, the time in travelling decreases.
b. s= k/t, where, s is the speed in kph and t is time gives us the constant.
D. Discussing new concepts The teacher discusses with the students the process of arriving at the answer of the given
and practicing new skills activity. Furthermore, he/she asks the students about the mathematical skills or principle
#1 that they used to get the correct answers
E. Discussing new concepts The teacher discusses and illustrates thoroughly the definition of direct and inverse variation
and practicing new skills given example on direct and inverse variation.
#2
F. Developing mastery (leads
to formative assessment 3)
Identify the type of variation involved in each situation and give the possible equation.
1. The fare of person and the distance of his /her destination.
G. Finding practical
2. The age of the person and the payment on the insurance.
applications of concepts 3. The height of the rectangular box and the volume of the box.
and skills in daily living Answer Key:
1.Direct 2. Inverse 3.Direct
The teacher summarizes the mathematical skills used in variation that involves the
H. Making generalizations relationships of quantities and its type of variation the Direct Variation where pair of
and abstractions about the quantities whose ratio is constant may be translated mathematically as “y=kx,where k is the
lesson constant of variation” and Inverse Variation where pair of quantities whose product is
constant may be translated mathematically as “y=k/x,where k is the constant of variations.
The teacher lets the students answer individually for the formative assessment.
Transform following statement into its mathematical sentence.
1.y varies directly as x
2.m varies inversely n
I. Evaluating Learning 3.p is directly proportional to d
4.b is inversely proportional to d
Answer Keys:
1.y=kx 2.m=k/n 3.p=kt 4.b=k/d

The teacher lets the students answer the assignment:

Write an equation where y varies directly as x.
1.y=28 when x=7 2. y=30 when x=8 3. Y=0.7 when x=0.5
Find the values as indicated:
4.If y=12 when x=4,find y when x=12.
5.If y=-18 when x=9, find x when y=14
Answer Keys:
J. Additional activities or 1.28=7k 2.30=8k 3.0.7=0.5k
remediation 4.12=4k 5. -18=9k

3=k 2=k
y=kx y=kx
y= (3)12 =
y=36 7=x

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What
VI. REFLECTION else needs to be done to help the pupils/students learn? Identify what help your instructional supervisors can provide
for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% of
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lesson work? No.
of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/ discover which
I wish to share with other teachers

PREPARED BY: CHECKED BY: NOTED BY:

JOY A. GERONIMO CLAUDETH A. CRUZ JAYSON O. ANTAZO

MATH 9 TEACHER DEPARTMENT CHAIR TIC/HTIII